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Managing students’ illusion of control in higher education: effect on unrealistic optimism and expectancy disconfirmation High Educ. (IF 3.947) Pub Date : 2024-03-19 Gonzalo Luna-Cortes
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Knowledge for the unknown? A history of the future in Swedish higher education and research policy, 1970–2020 High Educ. (IF 3.947) Pub Date : 2024-03-13 Lars Geschwind, Hampus Östh Gustafsson
This article analyses how the future has been discussed in Swedish higher education and research policy, providing an overview of public inquiries during the period 1970–2020. Expanding on the conceptual framework of German historian Reinhart Koselleck, the article approaches discourses on the future through the analytical lens of sociology of expectations. The findings demonstrate that all inquiries
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I can be a “normal” student: the role of lecture capture in supporting disabled and neurodivergent students’ participation in higher education High Educ. (IF 3.947) Pub Date : 2024-03-11 Chiara Horlin, Barbora Hronska, Emily Nordmann
After the return to on-campus teaching post-Covid, reports of student disengagement and low attendance are common and anxieties over the relationship between lecture recordings and attendance have re-emerged, leading some educators to remove recordings. To understand the potential impact of such decisions, this study explored how neurodivergent and disabled students use recordings using a qualitative
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The role of rankings in shaping the institutional enrollment of international students High Educ. (IF 3.947) Pub Date : 2024-03-09
Abstract College and university rankings have received considerable attention throughout the world. To date, very little inquiry has examined the role of these rankings in shaping international student enrollment, which is surprising given many institutions’ desire to recruit these students. The present study explores this issue by examining data from U.S. News and World Report’s rankings of national
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Long-term analysis of a psychoeducational course on university students’ mental well-being High Educ. (IF 3.947) Pub Date : 2024-03-08 Catherine Hobbs, Sarah Jelbert, Laurie R. Santos, Bruce Hood
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Do professional staff in universities really challenge academic norms? A perspective from the Netherlands High Educ. (IF 3.947) Pub Date : 2024-03-07 Stefan de Jong, Wiebke Kantimm
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Shifting the terrain, enriching the academy: Indigenous PhD scholars’ experiences of and impact on higher education High Educ. (IF 3.947) Pub Date : 2024-03-02 Shawana Andrews, David Gallant, Odette Mazel
In Australia, much like other colonized locations such as Canada, New Zealand, and the USA, the colonial legacies embedded within higher education institutions, including the history of exclusion and the privileging of Western epistemologies, continue to make universities challenging places for Indigenous PhD scholars. Despite this, and while the numbers of Indigenous PhD scholars remain well below
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Correction to: The European Universities initiative: between status hierarchies and inclusion High Educ. (IF 3.947) Pub Date : 2024-03-01 Agata A. Lambrechts, Marco Cavallaro, Benedetto Lepori
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Unravelling gender and ethnic bias in higher education: students’ experiences in access to ocean science education and career opportunities in Kenya High Educ. (IF 3.947) Pub Date : 2024-03-01 Renis Auma Ojwala
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Disobedience, (dis)embodied knowledge management, and decolonization: higher education in The Gambia High Educ. (IF 3.947) Pub Date : 2024-02-24 A. T. Johnson, Marcellus F. Mbah
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Representation of the academic workforce in English university strategy-making: an exploratory study High Educ. (IF 3.947) Pub Date : 2024-02-22 Michael Salmon
Analysis of strategic planning practices can offer insight into how universities operate and are structured as organisations, both in terms of where importance is placed and what is elided, and through discursive consideration of how strategy texts legitimate certain ways of thinking and acting and seek to produce consent around managerial decisions. This paper applies a strategy-as-practice approach
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Course design as a stronger predictor of student evaluation of quality and student engagement than teacher ratings High Educ. (IF 3.947) Pub Date : 2024-02-21 Henrik Levinsson, August Nilsson, Katarina Mårtensson, Stefan D. Persson
Research on Student Evaluation of Teaching (SET) has indicated that course design is at least as important as teachers’ performance for student-rated perceived quality and student engagement. Our data analysis of more than 6000 SETs confirms this. Two hierarchical multiple regression models revealed that course design significantly predicts perceived quality more strongly than teachers, and that course
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How do you feel during these hard times? A longitudinal study to examine the ebb and flow of academics’ affect during a COVID-19 lockdown High Educ. (IF 3.947) Pub Date : 2024-02-16 Majid Ghasemy
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Tokenized but remaining: how do international academics make sense of their decision to remain in Japanese universities? High Educ. (IF 3.947) Pub Date : 2024-02-15 Lilan Chen
Despite challenging and uncertain circumstances and the perception of being tokenized symbols in Japanese universities, the majority of international academics are more inclined to remain in their affiliations. The study intends to elucidate how international academics make sense of their decision to remain in Japanese universities. The data are from a qualitative dataset examining the integration
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‘Go away and make a big thing of yourself somewhere else’: precarious mobilities and the uses of international capital in Irish academia High Educ. (IF 3.947) Pub Date : 2024-02-15 Aline Courtois, Theresa O’Keefe
The article interrogates the ‘mobility imperative’ and its impact on precarious academics. Drawing on 40 biographic interviews with academics with experience of long-term precarity in Irish higher education, and using a Bourdieusian framework, we identify the specific conditions, uses and impacts of international mobility for these workers. This method offers a unique retrospective advantage for an
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Linguistic and non-linguistic factors impacting EMI academic success: a longitudinal study High Educ. (IF 3.947) Pub Date : 2024-02-13
Abstract This study explored changes in English language proficiency and several non-linguistic factors during four years of English medium instruction (EMI) in two academic disciplines in a Turkish university setting. Moreover, it also investigated whether changes (if any) had a predictive impact on the academic success of EMI students. In addition, potential differences between disciplines were also
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Contemporary meaning of caste discrimination in Indian universities: a constructivist grounded theory High Educ. (IF 3.947) Pub Date : 2024-02-10
Abstract In Indian society, caste is assigned to us before birth. Caste positions individuals in a social, economic, and political hierarchy. This study explores the meaning of caste discrimination from the perspectives of individuals who experience it in their everyday lives. Many studies have focused on the causes and consequences of caste discrimination and the nature of caste discrimination in
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Queer students in international higher education: a review of distinct motivations, considerations, and challenges High Educ. (IF 3.947) Pub Date : 2024-02-10 Anne C. Campbell, Jordyn Dezago, Quintessence Townsend
Pursuing education overseas is a high impact practice in higher education. Students who identify as LGBTQIA + —commonly referred to as “queer,” an umbrella term—may be more likely to participate yet face additional unique challenges. Using a systematic review of literature across multiple disciplines, this paper explores LGBTQIA + students’ motivations, identity development, and university experiences
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How free tuition became a policy in Chile: the importance of policy actors and their beliefs High Educ. (IF 3.947) Pub Date : 2024-02-08
Abstract In recent decades, there has been a revival of free tuition policies around the world. Understanding the current revival of these policies is particularly important as it positions higher education as a social right or public good challenging the predominant discourse that situates higher education as a private good. Chile, a country often characterized as a neoliberal laboratory, implemented
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When doubts take over: a longitudinal study on emerging disengagement in the PhD process High Educ. (IF 3.947) Pub Date : 2024-02-07 Aida Alisic, Ruth Noppeney, Bettina S. Wiese
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‘Playing the same game differently’: constituting academic identities in four disciplines High Educ. (IF 3.947) Pub Date : 2024-02-05 Linlin Xu, Mark Barrow
Whilst many studies have explored academic identity construction, very few take a comparative perspective to examine the various ways of constructing academic identities within and across different disciplines. This paper analyses a key policy document used for evaluating academics’ performance along with semi-structured interviews with 37 academics from Chemical Sciences, Medical Sciences, Nursing
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Decolonising the African doctorate: transforming the foundations of knowledge High Educ. (IF 3.947) Pub Date : 2024-01-30 Mishack T. Gumbo, Christopher B. Knaus, Velisiwe G. Gasa
Despite revolutions, ongoing student protests, and long-standing transformational efforts, African higher education remains steeped in a colonial model, with current structures, approaches, and purposes paralleling Western universities. The doctorate, the highest level of formal education one can attain, reflects this commitment to Western domination, relying upon European conceptions of knowledge
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Three perspectives on leadership in higher education: traditionalist, reformist, pragmatist High Educ. (IF 3.947) Pub Date : 2024-01-29 Bruce Macfarlane, Richard Bolden, Richard Watermeyer
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Brexit and the War for Talents: Push & pull evidence about competitiveness High Educ. (IF 3.947) Pub Date : 2024-01-27 Giulio Marini
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Australian PhD graduates’ agency in navigating their career pathways: stories from social sciences High Educ. (IF 3.947) Pub Date : 2024-01-26 Binh Ta, Cuong Hoang, Hang Khong, Trang Dang
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Promoting students’ interest through culturally sensitive curricula in higher education High Educ. (IF 3.947) Pub Date : 2024-01-25 Kathleen M. Quinlan, Dave S. P. Thomas, Annette Hayton, Jo Astley, Leda Blackwood, Fatmata K. Daramy, Morag Duffin, Muhammad Arslan Haider, Deborah Husbands, Richard Joiner, Helen Kay, Mary Mosoeunyane, Ian J. Turner, Claire Walsh, Dan West
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Quality assurance struggle in higher education institutions: moving towards an effective quality assurance management system High Educ. (IF 3.947) Pub Date : 2024-01-23 Meshal Abdulaziz Aldhobaib
Quality assurance (QA) is considered a critical component in higher education institutions (HEIs) and their academic programmes in the twenty-first century. Despite significant investments to enhance QA in HEIs, contemporary research suggests that QA systems may not always meet the expectations of HEI stakeholders. The literature review suggests that differing interpretations of ‘quality’ in HE can
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Disrupting internationalisation of the curriculum in Latin America High Educ. (IF 3.947) Pub Date : 2024-01-22 Craig Whitsed, Carla Camargo Cassol, Betty Leask, Marilia Costa Morosini, Cristina Elsner, Diep Nguyen
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“Every morning I take two steps to my desk…”: students’ perspectives on distance learning during the COVID-19 pandemic High Educ. (IF 3.947) Pub Date : 2024-01-22 Marco Chiodaroli, Lisa Freyhult, Andreas Solders, Diego Tarrío, Katerina Pia Günter
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Quality teaching and learning in a fully online large university class: a mixed methods study on students’ behavioral, emotional, and cognitive engagement High Educ. (IF 3.947) Pub Date : 2024-01-19 Nan Yang, Patrizia Ghislandi
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The role of institutional contexts for social inequalities in study abroad intent and participation High Educ. (IF 3.947) Pub Date : 2024-01-16 Steve R. Entrich, Nicolai Netz, Ryoji Matsuoka
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Autoethnography of a Japanese academic in an Australian university: the development and changes of professional identity High Educ. (IF 3.947) Pub Date : 2024-01-15 Reiko Yoshida
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Redefining the role of doctoral supervisors: a multicultural examination of labels and functions in contemporary doctoral education High Educ. (IF 3.947) Pub Date : 2024-01-10 Génesis Guarimata-Salinas, Joan Josep Carvajal, M. Dolores Jiménez López
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The European Universities initiative: between status hierarchies and inclusion High Educ. (IF 3.947) Pub Date : 2024-01-05 Agata A. Lambrechts, Marco Cavallaro, Benedetto Lepori
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Conflict between academic staff and non-teaching staff in Nigerian Universities: causes and consequences High Educ. (IF 3.947) Pub Date : 2024-01-05
Abstract Extant literature has provided information about the conflict in Nigerian universities; however, there is a dearth of studies that specifically look into the causes and effects of conflict between academic staff and non-teaching staff. Against this backdrop, this study uses explanatory sequential mixed method design lenses to appraise the causes and effects of conflict between the two groups
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Academic reading as a grudging act: how do Higher Education students experience academic reading and what can educators do about it? High Educ. (IF 3.947) Pub Date : 2024-01-05 Will Mason, Meesha Warmington
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Theoretical and empirical approach to how a professorship is organized in the German higher education system and how the organizational process works High Educ. (IF 3.947) Pub Date : 2024-01-05
Abstract In this article, we explore the question of how membership, hierarchy, rules, monitoring, and sanctions are used at German professorships to organize research. Using these five criteria of an organization from Ahrne and Brunsson (Organization, 18(1):83–104, 2011) as a theoretical pattern, we shed light on the meso-level of universities in the German higher education system—the professorship
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Navigating structural constraints: women’s agency in engineering studies and teaching in Bangladesh High Educ. (IF 3.947) Pub Date : 2024-01-04 Nazmul Islam, Amporn Jirattikorn
Evidence demonstrates that women in Bangladesh are underrepresented both in engineering education and relevant career domains. This study explores the comprehensive experiences of women in their pursuit of engineering, both as a subject of study and as a career in teaching in Bangladesh. Based on in-depth interviews with 15 female undergraduate students and ten female university teachers from various
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Power imbalance and whiteness in faculty-led diasporic academic collaborations: An application of Network Analysis of Qualitative Data High Educ. (IF 3.947) Pub Date : 2024-01-04 Manuel S. González Canché, Chelsea Zhang, Ji Yeon Bae
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The world turned upside down: Can international student mobility contribute towards democratization and human development? Evidence from the Eurograduate pilot survey High Educ. (IF 3.947) Pub Date : 2024-01-04 Georgiana Mihut
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Black data: higher education, datafication, and the Black student body High Educ. (IF 3.947) Pub Date : 2024-01-03 Leonard Taylor
The fullness of Black students’ experiences in college has yet to be archived. The same can be said of Black people broadly, whose existence has long been reduced by and to what is observable, by systems of power and those at the helm. This is perhaps due to the structural and structural limitations of data collection efforts, or not of interest to decision-makers. Or perhaps, this is a symbol of the
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Overcoming stigma: how academic ghostwriting companies neutralize their services in Chinese and English markets High Educ. (IF 3.947) Pub Date : 2024-01-02 Kenneth Han Chen, John Chung-En Liu
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Implementation of ambiguous governance instruments in higher education High Educ. (IF 3.947) Pub Date : 2023-12-30 Mari Elken, Siri B. Borlaug
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Broadening participation in STEM through equity-minded high-impact practices: a multimodal systematic review High Educ. (IF 3.947) Pub Date : 2023-12-29 Jillian Ives, Joni Falk, Brian Drayton
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Towards decolonising higher education: a case study from a UK university High Educ. (IF 3.947) Pub Date : 2023-12-29 Nancy Tamimi, Hala Khalawi, Mariama A. Jallow, Omar Gabriel Torres Valencia, Emediong Jumbo
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Higher education and the flipped classroom approach: efficacy for students with a history of learning disabilities High Educ. (IF 3.947) Pub Date : 2023-12-22 Juho Kiljunen, Erkko Sointu, Aino Äikäs, Teemu Valtonen, Laura Hirsto
Higher education continually seeks new approaches to support students with various learning needs. At present, Finland attempts to provide such support through accessibility and reasonable accommodation efforts, but students with learning disabilities may still encounter many barriers in their studies. One approach suggested to meet the needs of a diverse student population is the flipped classroom
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Exploring the impact of organizational characteristics on research agendas across scientific fields High Educ. (IF 3.947) Pub Date : 2023-12-21 João M. Santos
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Rhizomic communication practices bridging international students and the host society and beyond High Educ. (IF 3.947) Pub Date : 2023-12-14 Suvi Jokila, Charles Mathies
Evidence suggests that the COVID-19 pandemic has significantly impacted international student communities while reflecting wider societal inequalities. This study in the Finnish context examined international students’ experiences of the published national crisis communication and media usage during the first year of the pandemic. Using the national COVID-19 crisis communication practices as an example
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Keeping it regional: pseudo-internationalisation of Slovak political science High Educ. (IF 3.947) Pub Date : 2023-12-11 Matúš Mišík, Veronika Oravcová, Peter Plenta, Michaela Hrabušajová
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Understanding (in) formal health and wellbeing networks within higher education: a mixed-method social network perspective High Educ. (IF 3.947) Pub Date : 2023-12-11 Nils Swindell, Jennifer Thomas, Jeremy Tree, Denise Hill, Joanne Hudson, Gareth Stratton
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How and why performance evaluations shape leadership: the case of Canadian university deans’ reappointments High Educ. (IF 3.947) Pub Date : 2023-12-07 Eric Lavigne
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Migrant academics’ career capital experiences in Australian universities: a qualitative study High Educ. (IF 3.947) Pub Date : 2023-12-07 Jasvir Kaur Nachatar Singh
Migrant academics’ teaching, research and leadership knowledge and skills are essential and valued in their host higher education institutions, globally. However, there is limited evidence on understanding migrant academics’ career capital experiences in Australian universities. Drawing on a career capital framework, this qualitative study explores the experiences of 26 international academics at Australian
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Performing excellence and gender balance in higher education High Educ. (IF 3.947) Pub Date : 2023-12-05 Vivian Anette Lagesen, Ivana Suboticki
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English language and the career progression of academics in Anglophone universities High Educ. (IF 3.947) Pub Date : 2023-12-01 Iker Erdocia, Josep Soler
This study aims to contribute to the ongoing scholarly debate about linguistic privilege in academia. The article pushes this debate forward by considering the role of English in the career development of academics in Anglophone universities. More concretely, our study empirically explores the career trajectories of multilingual scholars in Ireland who speak English as an additional language (EAL)
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Dropout intent of students with disabilities High Educ. (IF 3.947) Pub Date : 2023-12-01 Mareike Rußmann, Nicolai Netz, Markus Lörz
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A review of the benefits and drawbacks of high-stakes final examinations in higher education High Educ. (IF 3.947) Pub Date : 2023-12-01 Sarah French, Ashton Dickerson, Raoul A. Mulder
High-stakes examinations enjoy widespread use as summative assessments in higher education. We review the arguments for and against their use, across seven common themes: memory recall and knowledge retention; student motivation and learning; authenticity and real-world relevance; validity and reliability; academic misconduct and contract cheating; stress, anxiety and wellbeing; and fairness and equity
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Epistemic agency: a link between assessment, knowledge and society High Educ. (IF 3.947) Pub Date : 2023-11-29 Juuso Henrik Nieminen, Laura Ketonen
In this conceptual article, we discuss the idea of students’ epistemic agency as an overlooked link between assessment, knowledge and society. We transcend the contemporary discourses around assessment that focus on its authenticity and student-centredness and instead investigate assessment from the viewpoints of knowledge and knowing. This approach sees assessment as functioning not only as a promoter
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Feedback seeking and student reflective feedback literacy: a sociocultural discourse analysis High Educ. (IF 3.947) Pub Date : 2023-11-25 David Carless, Stephanie Young
A significant and somewhat under-exploited aspect of feedback literacy research lies in students’ feedback-seeking behaviors. This research charts progress in oral feedback seeking by means of a three-year longitudinal inquiry focused on the feedback literacy development of an undergraduate co-author. The study is framed through sociocultural learning theories and the notion of feedback encounters
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Exploring family and academic role conflict among undergraduate students of the University of Nigeria High Educ. (IF 3.947) Pub Date : 2023-11-14 Uju I. Nnubia, Faustina E. Eze